Archives for nr.9
The Effects of Microsocial Factors Through the Family on the Development of Social Competence in Preschool Children
This paper investigates how sociodemographic factors and the family background contribute to the development of children’s social competence. Social competence is interpreted within an integrative approach, being analysed according to two indicators: the development level of social skills and interpersonal coping forms of children. The present article focused on negotiation, which has been found to be the most adaptive coping among preschool age children. Measurements were obtained using questionnaires: a Social Competence Screening about Preschoolers filled in by teachers, a Questionnaire on Coping Strategies completed both from children and teachers, and a Family Background Questionnaire compiled only for parents.
This paper aims to identify the proper means of integration of education for sustainable education (ESD) into the educational practice of all areas, since an early age. ESD is considered a catalyst for transforming individuals and society, offering values and competences that will contribute to building a sustainable future. The first part of the paper presents the concept and a brief history of ESD, while the second part introduces an original set of entry points needed in instructional practice of any subject to lead to a sustainability-oriented education. This set of best practices is to be used by teachers in their routine educational practice and has the potential to produce transformative shifts into the present pupils and future adults. The results may increase the literacy on sustainable development making the teaching process more oriented on sustainability goals. The findings of this paper may accelerate the desired behavioural change needed to progress building a sustainable future.
Optimizing the Educational Process for Students in Special Schools – Study on the Development of Static and Dynamic Balance through Activation and Toning of the Core Area in Physical Education Lessons
The study assessed the impact of core activation and toning programs on the static and dynamic balance of students with special educational needs (SEN) in middle school physical education classes. We found that over a period of 6 weeks, with 2 lessons per week, these programs led to significant improvements in the students' balance, regardless of the type of disability. Students with visual impairments and sedentary lifestyles showed the greatest progress. Somatic and functional measurements were conducted on the 15 students with special needs, and 9 tests (Bass Test, Flamingo Test, Functional Reach Test, Unipodal Test with left eye closed, Unipodal Test with right eye closed, Unipodal Test with left eye open, Unipodal Test with right eye open, Y-Balance Test left, Y-Balance Test right) were administered to assess static and dynamic balance.
Voichița Dragomir – Biblioteca 2.0: Apomediator al cunoașterii, comunicării și cooperării [Library 2.0: Mediator of Knowledge, Communication, and Cooperation], București, Editura Tritonic Books, 2022.
The book Biblioteca 2.0 Apomediator al cunoașterii, comunicării și cooperării [Library 2.0: Mediator of Knowledge, Communication, and Cooperation] has its origins in the PhD thesis of Mrs. Voichița Dragomir, a well-known name in the field of information science and documentation in Romania, with a solid professional culture, rich experience, and accomplishments in the world of academic libraries in our country. Engineer by background, Mrs. Voichița Dragomir has a vast expertise in automation of academic libraries and library management, being a former deputy director of BCU Bucharest, and currently the director of SNSPA Library.
Karla Melinda Barth, “Management of Inclusive Education – Theoretical and Practical Aspects”, Republic of Moldova, Publisher: LAP – Lambert Academic Publishing, 2022.
The main role of inclusive education is to respond to the needs of all beneficiaries of education, regardless of their biopsychological and sociocultural characteristics, respecting their age and individual particularities, with the ultimate goal of social and professional inclusion. The book by Dr. Karla Melinda BARTH, University lecturer, addresses the topic of inclusion, more precisely inclusive education, which is also a current and controversial topic in the field of Educational Sciences. Through this book, the author emphasizes the role of inclusive education, both through theoretical and practical aspects, combining them harmoniously, providing a logical structure of information.